The role of grade level in student evaluations of teaching evidence from a middle school context

Mustafa Ali Kırmızıoğlu

doi:10.14527/edure.2025.05

Authors

Mustafa Ali Kırmızıoğlu Adana Regional Administrative Court Author https://orcid.org/0009-0002-7516-8089

DOI:

https://doi.org/10.14527/edure.2025.05

Keywords:

Instructional process, Student perceptions, Constructivist learning, Evaluation

Abstract

This study aims to examine whether middle school students' evaluation scores regarding the instructional process significantly differ according to the variable of grade level. Within the scope of the research, student evaluations concerning the dimensions of teacher, content, materials, and learning environment were analyzed. The study was conducted using the relational survey model, and the study group consisted of 541 students enrolled in a public middle school in Turkey. The students were in 6th, 7th, and 8th grades. The Kruskal-Wallis H test was employed for data analysis. The findings revealed significant differences in the dimensions of teacher, content, learning environment, and overall score, while no significant difference was found in the material dimension. Notably, 8th-grade students tended to assign higher evaluation scores, whereas lower scores were observed in certain dimensions among 7th-grade students. The results indicate that students’ perceptions of the instructional process vary according to their developmental levels, in alignment with the constructivist learning approach.

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